Deconstructing Special Education and Constructing Inclusion

By Gary Thomas, A. Loxley. 2001

529 citations recorded by the source corpus.

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Inclusive/exclusive? Contradictory perspectives on autism and inclusion: the case for an integrative position (2011, background): “Perspectives on disability and medical labelling vary across the inclusion literature (Slee 1998 ; Ho 2004 ; Thomas and Loxley 2007 ; Connor et al.”
Differentiating Instruction for Disabled Students in Inclusive Classrooms (2005, background): “…differentiating instruction in heterogeneous classrooms is a powerful tool that enables teachers to create inclusive schools and classrooms within which all children can be “valued equally, treated with respect and provided with real opportunities at school” (Thomas & Loxley, 2001, p. 119).”
Exploring inclusive pedagogy (2011, background): “…these decisions and actions are influenced by the assumptions of bell-curve thinking about ability, which have become naturalised in education (Thomas & Loxley, 2001; Fendler & Muzaffar, 2008), even though the negative effects of such thinking on conceptualisations of student ability have…”
Limits to inclusion (2012, background): “On the other hand, there seems to be an agreement that inclusion has a limit in pedagogical practice (Thomas and Loxley 2007 ).”